Career Development Series

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Career Development Series

• An Introduction to the Four Career Units

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Introduction to the Career Development Series
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• These 4 units were developed in conjunction with
  Brolins (1997) 4 stages of career development.
  Each unit addresses one of these stages and
  builds toward the next unit.
• This series will help teachers develop and
  implement a quality career development program,
  in the classroom and beyond.
• The 4 units, using Brolins stages are
• 1)Career Awareness (elementary/middle school)
• 2)Career Exploration (middle school)
• 3)Career Preparation (high school)
• 4)Career Assimilation (high school)
• Note These units can be adapted for older
  students if they have not yet been exposed to
  careers or taught this information. They still
  need the early experiences and exposure, but at
  an age-appropriate levelkeep the experiences but
  modify the style.

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The Career Development Stages
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Level One Career Awareness
Career Awareness Career Exploration Career
Preparation Career Assimilation
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• Critical Knowledge and Skills
• Exposure to why people need and want to work
  contributions to lifestyle and life choices
• Exposure to a wide range of careers and jobs
  across the Occupational Outlook Handbook 10
  career categories
• Exposure to work expectations, education/training
  skill requirements, and social/communication
  skills

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Level TwoCareer Exploration
Career Awareness Career Exploration Career
Development Career Assimilation
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• Critical Knowledge and Skills
• Job shadowing and trial work experiences to
  narrow career choices from 4 to 1 or 2 preferred
  careers
• Matching career requirements with personal
  abilities, skills, aptitudes, and preferred
  lifestyle assessing careers for best-match
• Developing a plan to meet requirements and
  achieve a best match career continuing and
  extending the work experience to ensure that this
  best match reflects stable interests and skills

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Level ThreeCareer Preparation
Career Awareness Career Exploration Career
Preparation Career Assimilation
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• Critical Knowledge and Skills
• Narrowing and confirmation of one career field
  student may still explore a range of positions
  within this field
• Increasing work experience opportunities to
  prepare for full-time work in the community
  include vocational rehabilitation services as
  needed
• Refine interviewing and job seeking skills for
  work experience positions, and develop job
  maintenance skills and social/communication
  skills to keep ones position
• Identify potential career advancement and
  self-advocacy opportunities and strategies

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Level FourCareer Assimilation
Career Awareness Career Exploration Career
Development Career Assimilation
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• Critical Knowledge and Skills
• Implementation of job seeking, interviewing, and
  related skills to locate and obtain a job of
  choice, in a location of choice
• Ongoing match of work conditions and environment
  with personal lifestyle preferences and needs
  use of problem-solving skills and employment
  resources (including vocational rehabilitation)
  if needed
• Participation in work culture and employee
  activities, on and off-the-job, to support
  satisfaction between career and worker

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Understanding by Design
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• The book Understanding by Design by Wiggins and
  McTighe lays out a framework for planning
  curriculum
• Their process is called backward design because
  unlike most planning, the teacher begins with the
  results (the standards or goals to be
  accomplished) and then develops the curriculum to
  fit these standards and the students needs.
• We have used this framework to design these units.

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3 Stages of Backward Design
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• Stage 1 Identify desired results
• Determine the standards (national, state, and
  district) that you want accomplished
• Determine unit goals
• Be sure to take into consideration the students
  strengths and needs
• Stage 2 Determine acceptable evidence
• Use the 6 Facets of Understanding to create
  assessment items
• This will allow for a variety of assessments of
  the students knowledge, not just a test at the
  end of the unit
• Stage 3 Plan learning experiences and
  instruction
• Instructional activities can be developed using
  the standards, goals, and facets already
  determined as a guideline

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Resources for Teachers

• Americas Career Info Net Informed Career
  Decisions
• www.acinet.org/acinet/default.asp
• Becker, R. L. (2000). Reading-Free Vocational
  Interest Inventory 2 (R-FVII2). Columbus, OH
  Elbern Publications.
• South Central Career Information System -
  Developing a Career Portfolio
• http//www.sccis.org/main/educators/lessonplans1.h
  tm
• Education World ways to incorporate career
  education into classroom activities
• http//www.educationworld.com/a_lesson/lesson160.s
  htm
• Quintessential Careers Your Job Search Starts
  Here
• http//www.quintcareers.com/
• Career Development and Employment Making Career
  Decisions
• http//www.vuw.ac.nz/st_services/careers/career_de
  velopment/making_decisions.html

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Resource Department of Labor
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• Job market and state activities at
  http//www.dol.gov/
• Bureau of Labor Statistics is a related link with
  national and state data at http//www.bls.gov/hom
  e.htm
• Occupational Outlook Handbook and its 10 career
  categories at http//www.bls.gov/oco/home.htm
• Dictionary of Occupational Titles and its 9
  career categories at http//www.occupationalinfo.
  org/contents.html

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Resource - NAVESNP
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• The National Association of Vocational Education
  Special Needs Personnel (NAVESNP)
  http//www.specialpopulations.org/
• An association designed for individuals involved
  in career, vocational, and special needs
  education. The members serve students with
  disabilities as well as other non-traditional
  students.
• As a member, NAVESNP provides professional
  development, products, and networking among
  professionals.
• Membership also includes three issues of the
  Journal for Vocational Special Needs Education as
  well as other regional newsletters.

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Resource - NCSET
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• The National Center on Secondary Education and
  Transition is organized through the University of
  Minnesota. They have a variety of transition
  information http//www.ncset.org/.
• NCSET unveiled a new website focused on students
  and using a student friendly format
  http//www.youthhood.org/youthhood/index.asp

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Resource Choicemaker Series
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• The Choicemaker Series is a set of books and
  videos that introduce students into finding their
  strengths, skills, and limitations. It also
  gives them the opportunity to create goals they
  can accomplish in a variety of areas in their
  lives.
• A website is now available at http//web.uccs.edu
  /education/special/self_determination/cmcr_curricu
  lum.html
• One section of Choicemaker focuses on Employment
  Goals
• Below are some worksheets from the Choosing
  Employment Goals workbook

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Resource Choicemaker Series

• Choice Maker Worksheets (that support unit
  activities)
• Aides in students narrowing career choices
• Subjects I Like 1
• Subjects I Like 2
• Subjects I like 3
• Helps students analyze study/work habits
• Study Habits
• Study Habits Log
• School Work Habits and Academic Skills 1
• School Work Habits and Academic Skills 2
• Helps students create a career path for the
  future
• Timeline
• Helps students prioritize goals
• Choosing General Goals
• Helps students rate themselves and compare to an
  employers ratings
• Work, Social, and Personal Skills
• Job Duties How I Did Worksheet
• Job Duties How I Did Worksheet 2
• Helps students organize their required coursework
  needed for graduation/career path

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References
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• Brolin, D. E. (1997). Life centered career
  education A competency based approach. Reston,
  VA The Council for Exceptional Children.
• Luft, P. Koch, L. (2005). Career Development
  Theories for Transition Planning.  Transition
  Planning for Secondary Students with
  Disabilities.  Columbus, OH Prentice Hall.
  83-108.
• Marshall, L. H., Martin J. E., Maxson L. Jerman
  P. (1997) Choicemaker Self Determination
  Curriculum, Choosing Employment Goals.
  Longmount, CO Sopris West
• Ohio Department of Education. Academic Content
  Standards. 2004.
• http//www.ode.state.oh.us/academic_content_stand
  ards/
• U.S. Department of Labor. 2005.
  http//www.dol.gov/
• Wiggins, G. McTigue, J. (1998). Understanding
  by Design. Alexandria, VA Association for
  Supervision and Curriculum Development